To differentiate instruction is to recognize students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively. Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process. Learning Cycle and Decision Factors Used in Planning and Implementing Differentiated Instruction
Graphic organizer: Learning Cycle and Decision Factors Used in Planning and Implementing Differentiated Instruction
d Differentiated instruction (sometimes referred to as differentiated learning) is a way of thinking about teaching and learning. Differentiating instruction involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching products so that all students within a classroom can learn effectively, regardless of differences in ability[1].
Where I am at this time:
-differentiated learning is something that does not seem to be out of reach
- I can see ways to start to implement these ideas and principles into my class right now
- There are lots of opportunities to group students in order to help them to make realistic gains at their own levels
- If we are allowed to put the time into learning, reflecting and planning, it makes the process of trying a new way of doing things much easier to do.
The use of student profiles is an excellent and essential tool. It offers a very quick way to stay focused on the needs of individual students. There is alot of information placed on one, user friendly, piece of paper.
If teachers are given a simple way to write down perceptions they have about students and the assessments that are given early in the year, they will be more apt to think about ways to differentiate for their students in that year. Teachers are then going to have to shift their thinking about planning, so that it is not staying the same year after year, but expanding, contracting and evolving as is needed for the particular students they have for that year.
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March 23, 2010
Quality Curriculum and Understanding by Design
Making a clear statement as to what outcomes and big ideas will be your focus has brought some clarity to planning and teaching. You are more able to express to students what you want them to know and be able to do which takes away the "guess work" making it clear to students as to what they are suppposed to accomplish as well.
When you know where you are going, you are far more likely to get there.
Taking the curriculum and putting it into outcomes that are worded in a more manageable/understandable language is a challenge. I think it is important for the teachers to come together to create the same outcomes, worded in the appropriate language that will work for them. this will lend to more consistent ways to assess students.
DI Action Research
Coming to the Question Participation in DI
Supportive Learning Environment research and theory
Reflections on your class and your own teaching values and beliefs
Question: How can I use pre assessment/formative assessments to create plans for differentiated instruction?
Reconnaissance Activating personal knowledge and experiences
Conversations with others
Collecting information from books and online sources
Summarizing reading and information received from conferences to come to an understanding about ways to use pre assessments and formative assessments.
Create a list of guidelines for when to use pre assessments.
Create a list of types of pre assessment and formative assessments.
Reflect on uses of pre assessment and formative assessment in the classroom thus far.
Action and Data Collection
What do I experiment with? What action will I take? Describe something that you did differently- what, when, who
Create and use pre assessments that focus on the outcomes.
Classify formative assessments into formal and informal.
Use the information from the pre assessments to create groups that will need tiered assignments or scaffolding.
Pre assessments have been used to learn about which students already have or need the knowledge and skills related to the outcomes. Plans for differentiating instruction are then implemented into the unit plan.
Students are regularly assessed with a variety of techniques to see if they are “getting it” at the beginning of class as a review and a way to quickly check to see if they have retained information or skills from previous lessons.
How will I collect data? Choose your before and after data collection tools – survey, questionnaire, interview, etc.
Collect data from pre assessments and formative assessments and decide how it will change plans for the unit.
How will I group students?
What will I do to tier assignments?
What will I do to scaffold work?
What will I provide to students who already have knowledge and skills?
Reflection
What does my data say? (analysis) Collate and organize the data
After differentiating instruction, give the pre assessment again to see if intervention has been effective in reaching the outcomes.
What does it mean? (interpretation) What does the data tell you?
AHA!
What does this mean for my practice? Insights into your students, the strategy experimented with, and your own practice
Reflect on assumptions you made, surprises and roadblocks encountered
Apply insights and reflections to changes you will make to your practice
The use of pre assessments and formative assessments is just good practice and once you use this you realize that you NEED to use this. How can we function with out it?
Beliefs About Differentiated Instruction
I believe that differentiating instruction is the best practice for teachers.
I believe that finding ways to meet the individual needs of our students is a daunting task but if we are always striving to do better, it will make a difference in the end.
Differentiated Instruction Mindset
What brought about my change?
The reason I was interested in getting involved in this pilot project was to find new strategies to use in my classroom. It was time to look at my teaching practices and ,make improvements. I didn't always feel like I was reaching all my students as effectively as I wanted to.
As we were exposed to all the non-negotiables, I was able to get a better idea as to what Differentiated Instruction meant in a classroom. At first I was overwhelmed by all the jargon. Going to Houston was a big turning point. The presentations were very informative and practical. Instead of reading about the processes used in DI, I was able to see all of the components brought together.
The combining of Differentiated Instruction and Understanding by Design also brought all of the non-negotiables together and made it easier to see how this would work in a classroom. It has also made me look at the new curriculum in a brand new way. I am now looking for the Big Ideas and weed through what I see as the important outcomes to cover.
Assessment was better defined and I was able to see how formative assessment is a very powerful tool. I realized that I didn't need to assess everything for marks and this better suits my philosophy of how to work with students and to help them reach learning goals. There are still challenges of how to report to parents, but this is a far bigger issue. I plan to take more steps to more accurately report to parents.
My mindset has completely changed about my students. I don't think about them fitting in to my classroom, but more about how I am going to take them from where they are to reach the goals set out for them. I want to be more mindful of respectful tasks and have already changed my way of thinking about approaching all students as individuals.
Non-negotiables
All of the non-negotiables are essential to creating a supportive learning environment. They contribute to a mindset that can make teachers think about what is best for the students.
Of all the areas covered, I feel most comfortable with the Supportive Learning Environment. There were some strategies that I added to what I was already doing, like creating surveys to get to know your students better and to include more choices for students. Being more aware of the impact of your learning environment is really important in this process. Sometimes we get caught up in the business of content, curriculum, deadlines and timetables that we don't put enough emphasis on the personal aspect of getting to know what makes the students in our classroom tick.
Because of the changes in the curriculum, I find that I need to take more time to unpack the outcomes and really concentrate on the Big Ideas. Oh... if I only could have more time!!! Really delving into the backwards planning will be the best way to accomplish this.
I really like the clarification of ways to assess students and the reasons behind the different types of assessment. I used to hear about assessment and think "blah, blah blah." Now I feel like there is a more practical motivation to using preassessments, formative and summative assessments. It just makes more sense in how to get to know students, how to group them, how to take them from where they are to where they need to be, how to give them feedback and essentially meet students' needs.
Definition
To differentiate instruction is to recognize students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively. Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.Learning Cycle and Decision Factors Used in Planning and Implementing Differentiated Instruction
d
Differentiated instruction (sometimes referred to as differentiated learning) is a way of thinking about teaching and learning. Differentiating instruction involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching products so that all students within a classroom can learn effectively, regardless of differences in ability[1].
Where I am at this time:
-differentiated learning is something that does not seem to be out of reach
- I can see ways to start to implement these ideas and principles into my class right now
- There are lots of opportunities to group students in order to help them to make realistic gains at their own levels
- If we are allowed to put the time into learning, reflecting and planning, it makes the process of trying a new way of doing things much easier to do.
The use of student profiles is an excellent and essential tool. It offers a very quick way to stay focused on the needs of individual students. There is alot of information placed on one, user friendly, piece of paper.
If teachers are given a simple way to write down perceptions they have about students and the assessments that are given early in the year, they will be more apt to think about ways to differentiate for their students in that year. Teachers are then going to have to shift their thinking about planning, so that it is not staying the same year after year, but expanding, contracting and evolving as is needed for the particular students they have for that year.
March 23, 2010
Quality Curriculum and Understanding by Design
Making a clear statement as to what outcomes and big ideas will be your focus has brought some clarity to planning and teaching. You are more able to express to students what you want them to know and be able to do which takes away the "guess work" making it clear to students as to what they are suppposed to accomplish as well.
When you know where you are going, you are far more likely to get there.
Taking the curriculum and putting it into outcomes that are worded in a more manageable/understandable language is a challenge. I think it is important for the teachers to come together to create the same outcomes, worded in the appropriate language that will work for them. this will lend to more consistent ways to assess students.
DI Action Research
Coming to the Question
Participation in DI
Supportive Learning Environment research and theory
Reflections on your class and your own teaching values and beliefs
Question: How can I use pre assessment/formative assessments to create plans for differentiated instruction?
Reconnaissance
Activating personal knowledge and experiences
Conversations with others
Collecting information from books and online sources
Summarizing reading and information received from conferences to come to an understanding about ways to use pre assessments and formative assessments.
Create a list of guidelines for when to use pre assessments.
Create a list of types of pre assessment and formative assessments.
Reflect on uses of pre assessment and formative assessment in the classroom thus far.
Action and Data Collection
What do I experiment with? What action will I take?
Describe something that you did differently- what, when, who
Create and use pre assessments that focus on the outcomes.
Classify formative assessments into formal and informal.
Use the information from the pre assessments to create groups that will need tiered assignments or scaffolding.
Pre assessments have been used to learn about which students already have or need the knowledge and skills related to the outcomes. Plans for differentiating instruction are then implemented into the unit plan.
Students are regularly assessed with a variety of techniques to see if they are “getting it” at the beginning of class as a review and a way to quickly check to see if they have retained information or skills from previous lessons.
How will I collect data?
Choose your before and after data collection tools – survey, questionnaire, interview, etc.
Collect data from pre assessments and formative assessments and decide how it will change plans for the unit.
How will I group students?
What will I do to tier assignments?
What will I do to scaffold work?
What will I provide to students who already have knowledge and skills?
Reflection
What does my data say? (analysis)
Collate and organize the data
After differentiating instruction, give the pre assessment again to see if intervention has been effective in reaching the outcomes.
What does it mean? (interpretation)
What does the data tell you?
AHA!
What does this mean for my practice?
Insights into your students, the strategy experimented with, and your own practice
Reflect on assumptions you made, surprises and roadblocks encountered
Apply insights and reflections to changes you will make to your practice
The use of pre assessments and formative assessments is just good practice and once you use this you realize that you NEED to use this. How can we function with out it?
Beliefs About Differentiated Instruction
I believe that differentiating instruction is the best practice for teachers.
I believe that finding ways to meet the individual needs of our students is a daunting task but if we are always striving to do better, it will make a difference in the end.
Differentiated Instruction Mindset
What brought about my change?
The reason I was interested in getting involved in this pilot project was to find new strategies to use in my classroom. It was time to look at my teaching practices and ,make improvements. I didn't always feel like I was reaching all my students as effectively as I wanted to.
As we were exposed to all the non-negotiables, I was able to get a better idea as to what Differentiated Instruction meant in a classroom. At first I was overwhelmed by all the jargon. Going to Houston was a big turning point. The presentations were very informative and practical. Instead of reading about the processes used in DI, I was able to see all of the components brought together.
The combining of Differentiated Instruction and Understanding by Design also brought all of the non-negotiables together and made it easier to see how this would work in a classroom. It has also made me look at the new curriculum in a brand new way. I am now looking for the Big Ideas and weed through what I see as the important outcomes to cover.
Assessment was better defined and I was able to see how formative assessment is a very powerful tool. I realized that I didn't need to assess everything for marks and this better suits my philosophy of how to work with students and to help them reach learning goals. There are still challenges of how to report to parents, but this is a far bigger issue. I plan to take more steps to more accurately report to parents.
My mindset has completely changed about my students. I don't think about them fitting in to my classroom, but more about how I am going to take them from where they are to reach the goals set out for them. I want to be more mindful of respectful tasks and have already changed my way of thinking about approaching all students as individuals.
Non-negotiables
All of the non-negotiables are essential to creating a supportive learning environment. They contribute to a mindset that can make teachers think about what is best for the students.
Of all the areas covered, I feel most comfortable with the Supportive Learning Environment. There were some strategies that I added to what I was already doing, like creating surveys to get to know your students better and to include more choices for students. Being more aware of the impact of your learning environment is really important in this process. Sometimes we get caught up in the business of content, curriculum, deadlines and timetables that we don't put enough emphasis on the personal aspect of getting to know what makes the students in our classroom tick.
Because of the changes in the curriculum, I find that I need to take more time to unpack the outcomes and really concentrate on the Big Ideas. Oh... if I only could have more time!!! Really delving into the backwards planning will be the best way to accomplish this.
I really like the clarification of ways to assess students and the reasons behind the different types of assessment. I used to hear about assessment and think "blah, blah blah." Now I feel like there is a more practical motivation to using preassessments, formative and summative assessments. It just makes more sense in how to get to know students, how to group them, how to take them from where they are to where they need to be, how to give them feedback and essentially meet students' needs.